We found 28 results that contain "iah-udl"
Posted on: #iteachmsu
Posted by
almost 4 years ago
20+ years ago when I began teaching as a graduate assistant, I was was spoiled when it came to student motivation and engagement.
At UW-Madison, I taught several freshman writing and discussion sections that were part of two huge undergraduate Scandinavian literature courses (several hundred students each) with a newly instituted writing component. Many, though not all, of the students were what we call, in second language pedagogy, heritage learners from primarily Norwegian, Swedish, and Danish backgrounds along with a few whose ancestors came from Iceland or Finland, which meant that their motivation and performance was reasonably good to high. In short, most were interested, engaged, and did the work to a reasonable standard.
The same was true a few years later at The University of Minnesota. where I was responsible for planning, developing, and teaching numerous sections of Beginning Norwegian 1001 and 1002 five days a week. Again, mostly heritage learners, so my job was easier than it might otherwise have been.
Here at MSU, I teach numerous IAH courses, once F2F, now asynchronous online. A few seem excited and engage well, but many, or even most, do not. It is a hoop they need to jump through, and many choose a particular course based not on their interest but on how well it fits their schedule.
Given that particular mindset, student motivation and engagement can be thin on the ground sometimes! So, these are two related points, along with how they relate to student success, that I come back to again and again in my reading and related thought behind what I do and how I do it.
Today, I came across a concise webpage on 'The Role of Motivation in Learning' from The Education Hub in New Zealand. Here is the link for people who might like to take a look:
https://theeducationhub.org.nz/motivation/
At UW-Madison, I taught several freshman writing and discussion sections that were part of two huge undergraduate Scandinavian literature courses (several hundred students each) with a newly instituted writing component. Many, though not all, of the students were what we call, in second language pedagogy, heritage learners from primarily Norwegian, Swedish, and Danish backgrounds along with a few whose ancestors came from Iceland or Finland, which meant that their motivation and performance was reasonably good to high. In short, most were interested, engaged, and did the work to a reasonable standard.
The same was true a few years later at The University of Minnesota. where I was responsible for planning, developing, and teaching numerous sections of Beginning Norwegian 1001 and 1002 five days a week. Again, mostly heritage learners, so my job was easier than it might otherwise have been.
Here at MSU, I teach numerous IAH courses, once F2F, now asynchronous online. A few seem excited and engage well, but many, or even most, do not. It is a hoop they need to jump through, and many choose a particular course based not on their interest but on how well it fits their schedule.
Given that particular mindset, student motivation and engagement can be thin on the ground sometimes! So, these are two related points, along with how they relate to student success, that I come back to again and again in my reading and related thought behind what I do and how I do it.
Today, I came across a concise webpage on 'The Role of Motivation in Learning' from The Education Hub in New Zealand. Here is the link for people who might like to take a look:
https://theeducationhub.org.nz/motivation/
Pedagogical Design
Posted on: #iteachmsu
Posted by
over 3 years ago
Recently, I have been working on how we might provide instruction in DEI principles to the students in our courses. Here is what I have come up with:
"Timely Team Tips: Stealthy DEI Instruction through Brief Animated Explainer Videos
Fostering Inclusive Practices within the Student Learning Teams Organized for My IAH Courses"
Timely Team Tips #1 - https://www.youtube.com/watch?v=sa18WLyz3tQ
Timely Team Tips #2 - https://www.youtube.com/watch?v=sLzV0yFgX6E
Timely Team Tips #3 - https://www.youtube.com/watch?v=ZOGTEdf54CI
Timely Team Tips #4 - https://www.youtube.com/watch?v=m7wemM9h2zk
Timely Team Tips #5 - https://www.youtube.com/watch?v=ITKHb5TtdV4
Timely Team Tips #6 - https://www.youtube.com/watch?v=6GHwB3Dw8vc&t=7s
Timely Team Tips #7 - https://www.youtube.com/watch?v=BjwCSyHhTKs&t=5s
Timely Team Tips #8 - https://www.youtube.com/watch?v=TG53U-5QYe4
Timely Team Tips #9 - https://www.youtube.com/watch?v=nxngV78pgsU
Timely Team Tips #10 - https://www.youtube.com/watch?v=GwuikDDsRSI
The recently created explainer videos above are now embedded into my online course modules for Week 3-Week 12 and are presented to students in the context of fostering student learning team “cohesion” (I have made to conscious decision to avoid the terms diversity, equity, and inclusion in most instances) during weekly collaborative assignments and three larger digital projects students are asked to complete as part of my currently asynchronous online courses.
Part of my thinking behind this project has been to help prepare students for professional life after graduation – think 21st century employability skills -- given the attention paid to DEI principles and practices within the business and corporate world. The information presented in these animated explainer videos is a synthesis of other information from many different academic and corporate sources online by the way. I take no credit for it other than in the way I present it to my students, using the Doodly app. The project is developing, so I anticipate adjustments as I continue the work.
When I move to a hybrid modality as we transition back to the physical classroom next fall (???), I plan to keep and retain all of the online materials developed during the last two years of the pandemic to better support, motivate, and engage the students in my (gen. ed.) courses, another ongoing project of long standing.
If ever you would like to talk in more detail about my ongoing work with this, just drop me a line. As difficult as the last couple of years have been for everyone, I have really enjoyed the turbo charged push forward it has provided when t comes to how I think about my courses, teaching, and related points here at MSU.
"Timely Team Tips: Stealthy DEI Instruction through Brief Animated Explainer Videos
Fostering Inclusive Practices within the Student Learning Teams Organized for My IAH Courses"
Timely Team Tips #1 - https://www.youtube.com/watch?v=sa18WLyz3tQ
Timely Team Tips #2 - https://www.youtube.com/watch?v=sLzV0yFgX6E
Timely Team Tips #3 - https://www.youtube.com/watch?v=ZOGTEdf54CI
Timely Team Tips #4 - https://www.youtube.com/watch?v=m7wemM9h2zk
Timely Team Tips #5 - https://www.youtube.com/watch?v=ITKHb5TtdV4
Timely Team Tips #6 - https://www.youtube.com/watch?v=6GHwB3Dw8vc&t=7s
Timely Team Tips #7 - https://www.youtube.com/watch?v=BjwCSyHhTKs&t=5s
Timely Team Tips #8 - https://www.youtube.com/watch?v=TG53U-5QYe4
Timely Team Tips #9 - https://www.youtube.com/watch?v=nxngV78pgsU
Timely Team Tips #10 - https://www.youtube.com/watch?v=GwuikDDsRSI
The recently created explainer videos above are now embedded into my online course modules for Week 3-Week 12 and are presented to students in the context of fostering student learning team “cohesion” (I have made to conscious decision to avoid the terms diversity, equity, and inclusion in most instances) during weekly collaborative assignments and three larger digital projects students are asked to complete as part of my currently asynchronous online courses.
Part of my thinking behind this project has been to help prepare students for professional life after graduation – think 21st century employability skills -- given the attention paid to DEI principles and practices within the business and corporate world. The information presented in these animated explainer videos is a synthesis of other information from many different academic and corporate sources online by the way. I take no credit for it other than in the way I present it to my students, using the Doodly app. The project is developing, so I anticipate adjustments as I continue the work.
When I move to a hybrid modality as we transition back to the physical classroom next fall (???), I plan to keep and retain all of the online materials developed during the last two years of the pandemic to better support, motivate, and engage the students in my (gen. ed.) courses, another ongoing project of long standing.
If ever you would like to talk in more detail about my ongoing work with this, just drop me a line. As difficult as the last couple of years have been for everyone, I have really enjoyed the turbo charged push forward it has provided when t comes to how I think about my courses, teaching, and related points here at MSU.
Pedagogical Design
Posted on: #iteachmsu
Posted by
about 4 years ago
Finally getting around to doing something here on iteachmsu and thought I'd share a brief whiteboard animation that I put together in May-June of this year. I use these as part of my weekly online modules for the various (now asynchronous online) IAH courses I teach. Here's the link: https://www.youtube.com/watch?v=nHudDcUaxB0
Pedagogical Design
Posted on: #iteachmsu
Posted by
almost 2 years ago
I co-wrote this attached article with Rich Bellon to describe how to better frame the "value" of HPS courses for students taking required humanities courses for an audience of History & Philosophy of Science educators. It's called "How to engage students in required HPS courses, part 2: The "value" of HPS" It was published in the Canadian Society for HPS' Communiqué newsletter in Autumn 2023 in the "Innovative Pedagogy" section (p.30-31). If you teach an IAH class or another Gen Ed course it might be helpful advice for how to frame the benefits of your course.